2018/10/28 by Robert Thornberg, Linda Wänström, Tomas Jungert · 1 voice · 5 citations
Agricultural and Biological Sciences · Psychology · #Behavioral and Psychological Studies #Bullying, Victimization, and Aggression #Plant Virus Research Studies
paper · doi:10.1177/0143034318809762
openalex publication_date 2018/10/28 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/30
Authoritative school climates have been associated with less school bullying and other antisocial behaviors. However, studies focusing on the classroom level, as well as on bystander behaviors, are lacking. The aim of the current study was to examine whether authoritative classroom climates were associated with bullying victimization and various bystander behaviors (reinforcer, outsider, and defender behaviors) in school bullying. We included gender as a covariate at the individual and classroom levels. Participants were 1540 5th-grade students (824 girls) from 104 classrooms in Sweden who completed a questionnaire. The findings revealed that girls and students in classes with greater authoritative classroom climates were more inclined to defend. Boys reinforced more as did students in classes with more boys and more authoritative classroom climates. Boys showed more outsider behaviors as did students in classes with less authoritative classroom climates. Students in classrooms with less authoritative climates were victimized to a higher degree. Thus, the current findings suggest that a warm, caring, supportive, controlled, demanding, and cohesive classroom climate should be considered a vital protective factor against bullying victimization and negative bystander responses, and a facilitator of defending and supporting victims.